Welcome to the 11th Grade Theory of Knowledge Wiki
"Each day be open to the world, be ready to think; each day be ready not to accept what is said just because it is said, be predisposed to reread what is read; each day investigate, question, and doubt.” ― Paulo Freire, The Politics of Education: Culture, Power and Liberation
to fill out for presentation. Then send to TKPPD2018 file on Google Drive. Make sure to download the file and open it from your computer hard drive and not your browser!
May 8th: Complete Page 1 of Planning Doc. Teacher Review
May 9th: Development of 3-5 Arguments (Claims/Counterclaims) with RLS, AOK, and connection to Knowledge Framework as well as integration of WOK and Personal/Shared Knowledge.
May 15th: Development of 3-5 Arguments (Claims/Counterclaims) with RLS, AOK, and connection to Knowledge Framework as well as integration of WOK and Personal/Shared Knowledge
May 16th: Development of 3-5 Arguments
May 23rd - Completion of Arguments and Begin Conclusions/Outcomes of Analysis. Teacher Review.
May 29th - No School
May 30th - Complete Conclusions/Outcomes of Analysis
Identify at least one resource that can help inform your answers to the following
Properly cite the resource(s) in MLA format
Example: Le Grange, Lesley. "Integrating Western and Indigenous Knowledge Systems: The Basis for Effective Science Education in South Africa?." International Review of Education / Internationale Zeitschrift Für Erziehungswissenschaft, vol. 53, no. 5/6, Nov. 2007, p. 577. EBSCOhost, doi:10.1007/s11159-007-9056-x.
Discover one way that Indigenous Knowledge Systems have informed decisions by modern societal organizations (governmental, religious, educational, legal, etc.)
Describe it in your own words
Example: In South Africa's education system evidence suggests that including the Indigenous perspective in the study of science yields a more profound understanding of the material from both the perspective of Indigenous and non-Indigenous learners. By maintaining student performance indicators under the paradigm of traditional modern education we alienate Indigenous learners while offering non-Indigenous learners a homogeneous curriculum thus narrowing their world view.
Discover and properly cite a quote that supports your description
Example: ""For non-Western learners, interaction between two worldviews characterizes much of their school experience, complicating the learning process and potentially resulting in cognitive conflict or as the literature describes it, cognitive dissonance/perturbation. In Africa, schools are the sites where most learners first experience the interaction between African and Western worldviews. It is therefore crucial that teachers working in these contexts (especially Western teachers) be aware of this interaction and understand the way it could complicate the learning process. Jegede (1999: 119) suggests that the culture of a learners immediate environment plays a significant role in learning and that it determines how concepts are learned and stored in the long-term memory as schemata."(Le Grange, 581)
Transform each into a first and second order knowledge claim
Example of First Order Claim: The inclusion of Indigenous Knowledge is essential to a well-rounded and informed science education system.
Example of Second Order Claim: Multiple paradigms are essential to the evolution of knowledge.
From your understanding, where did human civilization originate and how have humans populated the world?
To what extent should we preserve Indigenous Knowledge Systems? Why/Why Not?
March 1st, 2017
Spark: Ethics Knowledge Framework - Why does methodology occupy such an important piece of the Knowledge Framework pie (see the question from last class on Methodology for reference)? Why is scope and applications so small?
Scope and Apps: 30%.... not in agreement (IB says around 15%)
Lang and concepts: 15%
Methodology: 15%... not in agreement (IB says around 30%)
History: 20%
Links to Personal Knowledge: 20%
Continuation of Adapting Knowledge Framework for Arts, Religious Knowledge, Natural Sciences, Indigenous Knowledge Systems
Review of Mathematics: Would you like to change the percentages now (use the chart below from yesterday)?
February 27th, 2017
Spark: To what extent is the history of Mathematics important to the present day knowledge base?
Scope and Applications - How broad is the Area of Knowledge (AOK) and its relevant applications to our world? To what extent are there unanswered questions in this AOK
Language and Concepts - To what extent are the Language and Concepts of the AOK necessary to understand it
Methodology - How important are processes, procedures and general "ways of doing things" necessary to understand the AOK?
History - To what extent is the history of the AOK important to the present day knowledge base?
Links to Personal Knowledge - To what extent is the AOK significant to the individual and vice versa?
Homework: Complete Knowledge Framework Activity in Mathematics
February 20th, 2017
Spark: What is the greatest advantage/disadvantage to our 1, 2, 3.... numerical system? Think about other numerical systems for reference and the actual words/symbols that we say/use to describe the numbers.
HW Review - The Mayan System explanation
Create your own ideal numerical system considering the following
names for the numerals?
symbols for the numerals?
Is there a base?
Does it have a place value?
How to define zero?
February 15th, 2017
Guest Lecture: Microprocessors and California Admissions
February 6th, 2017
Spark: Is Mathematics Invented or Discovered?
Chaos Theory - Manuel
Questions for speed dating
To what extent is Mathematics the most international of all Knowledge Systems?
Why do you have limited knowledge of Asian accomplishments in Mathematics
Are the conclusions of mathematics concerned with truth or validity?
Homework Assignment Due Tuesday Night at 11:59pm to TOK@lapazschool.org: The Origin of Numbers
Homework: Provide alternative answers with support from reputable sources to quiz questions 6, 5, and 1 and submit to tok@lapazschool.org by Tuesday evening at 11:59pm.
January 25th, 2017
Spark: Agree on the story of the bandit as a group. What ways of knowing may have influenced the Bandits account of reality?
We watched Rashomon until 1:16 (Feel free to watch the end and answer these questions and send to me prior to Monday's class for extra credit)
Describe the events as they are told by each witness. Utilize as much detail as possible.
What Ways of Knowing influenced the accounts shared by each witness (bandit, wife, murdered man, woodcutter)? Describe how each WOK affected the witnesses observation of reality.
Who do you believe is telling the truth in the story? Why? Does your knowledge (or lack there of) of Japanese culture influence your opinion?
How does viewing this movie change your perspective of reality. Is there such thing as an absolute truth that can only be seen by an omniscient observer?
How does this movie influence the way that you think our legal systems function?To what extent do you agree with the statement about human nature offered by the commoner, “You just can’t live unless you’re what you call selfish”
Give one example from your La Paz learning experiences where you were taught from the position of reductionism and another example from the position of holism.
Is there such thing as an absolute truth?
Rashomon movie viewing (stopped at minute 37)
Describe the events as they are told by each witness. Utilize as much detail as possible.
What Ways of Knowing influenced the accounts shared by each witness (bandit, wife, murdered man, woodcutter)? Describe how each WOK affected the witnesses observation of reality.
Who do you believe is telling the truth in the story? Why? Does your knowledge (or lack there of) of Japanese culture influence your opinion?
How does viewing this movie change your perspective of reality. Is there such thing as an absolute truth that can only be seen by an omniscient observer?
How does this movie influence the way that you think our legal systems function?
To what extent do you agree with the statement about human nature offered by the commoner, “You just can’t live unless you’re what you call selfish”
January 18th, 2017
Spark: Viewing of Nacirema Video https://www.youtube.com/watch?v=5DMX51NmHR4
How does studying Miner's work on the Nacirema help us better understand how knowledge evolves in the Human Sciences?
In Class Work on Human Sciences due on Sunday evening at 11:59pm to TOK@lapazschool.org
January 16th, 2017
Spark: Begin downloading Human Sciences part II
HW Review Cont
Group E: 9.13, 9.14.2
Group F: 9.15
Nacirema Review - Verstehen or Not?
Classwork/HW Read and complete activities from 2nd portion of Human Sciences Chapter
Spark: Quote from Clifford Gertz in The Interpretation of Cultures "[b]elieving, with Max Weber, that man is an animal suspended in webs of significance he himself has spun, I take culture to be those webs, and the analysis of it to be therefore not an experimental science in search of law but an interpretive one in search of meaning."
Is the position used in this analysis Verstehen or non-Verstehen? Why/Why not?
January 9th, 2016
Spark: "I am more interested in how a man lives than how a star dies" - Sherwin Nuland 1930-2014 (American Writer and Surgeon)
To what extent do you agree with this statement? Why/why not?
Create good knowledge question that comes to mind as you think about this question.
Activity 9.2 Debrief
Homework Review 9.1-9.17
Questions:
Group A: 9.1.2, 9.3 (1,2)
Group B: 9.5 (1-4)
Group C: 9.6, 9.7.2
Group D: 9.8, 9.9
Group E: 9.13, 9.14.2
Group F: 9.15
January 4th, 2016
Spark: The Milgram Experiment
Watch the Milgram Experiment. Create a Good Knowledge question that addresses the issues raised in the video (ethics, human conscience, social experiments).
In class work
Read pages 256-273 and answer questions 9.1-9.17 and be prepared to discuss for next Monday's class
Remember to refer to the HW rubric to demonstrate complete understanding.
Ethics Chapter Review with a focus on the following vocabulary.
moral absolutism
moral relativism
self-interest theory
religious ethics
duty ethics
Kant's approach to ethics
utilitarianism
rule utilitarianism
November 16th, 2016
Spark: Find yourself with your notebook and a partner in front of one of the images.
1 minute to write observations. What do you see? Try to be specific.
1 minute share out with partner. Compare and contrast observations. Are there similarities/differences?
1 minute to write a connection with something that you learned in a specific subject at La Paz this year. What Way of Knowing (FILMRISE) was used to create this knowledge.
2 minutes to share out with partner. Compare and contrast observations.
2 minutes to create a ladder of abstraction that attempts to reach a "good" KQ with partner.
Ethics Introduction: It is not all about right and wrong
Money RLS
Ethics Homework: Read the entire chapter and submit answers by Monday evening
1 minute to write observations. What do you see? Try to be specific.
1 minute share out with partner. Compare and contrast observations. Are there similarities/differences?
1 minute to write a connection with something that you learned in a specific subject at La Paz this year. What Way of Knowing (FILMRISE) was used to create this knowledge.
2 minutes to share out with partner. Compare and contrast observations.
2 minutes to create a ladder of abstraction that attempts to reach a "good" KQ with partner.
Continue with Daily Practice from November 2nd.
HW: None
November 2nd, 2016
Spark: Write the 8 Ways of Knowing in your notebook without looking at other sources.
Language Objective: Developing Knowledge Questions that are General, Open-Ended, and About Knowledge
Content Objecive: Connect learning in TOK with personal knowledge and shared knowledge
2 students assigned to a photo (each with a notebook)
1 minute to write observations. What do you see? Try to be specific.
1 minute share out with partner. Compare and contrast observations. Are there similarities/differences?
1 minute to write a connection with something that you learned in a specific subject at La Paz this year. What Way of Knowing (FILMRISE) was used to create this knowledge.
2 minutes to share out with partner. Compare and contrast observations.
2 minutes to create a ladder of abstraction that attempts to reach a "good" KQ with partner.
Class debrief on number 2, 4, and 5
KQs - It was effective when..., Next time try....
Modify previous homework. I will be grading the results of your edits beginning Monday.
Use EBSCO to cite 2 RLS's and create a ladder of abstraction of at least 5 KQs that leads to a good knowledge question FOR EACH RLS.
Think of your life. Share 1 RLS and create a ladder of abstraction of at least 5 KQs that leads to a good
October 19th, 2016
Spark: Intuition vs. Reason... What is the difference? TEDTalk
"The Voice" - By Shel Silverstein
There is a voice inside of you
that whispers all day long,
'I feel that this is right for me,
I know that this is wrong.'
No teacher, preacher, parent, friend
or wise man can decide
what's right for you - just listen to
the voice that speaks inside.
Group Activity: Define Intuition (not to be confused with instinct)
Free write: At what point can intuition facilitate knowledge development and at what point can it hinder knowledge development?
Good Knowledge Questions (KQs) are about knowledge, open ended, and general. They may start with the following... but don't have to.
To what extent...
Under what circumstances...
At what point....
On what basis...
How can we know that
Ex. from IB teacher support manual... "in a geography lesson explore the question, 'how are contour lines used on maps to indicate topography?' This is a specific first order questions about geography. However, in a TOK lesson a related knowledge question might be 'to what extent do maps represent reality?' or "Do maps represent reality" This is an open second-order question about knowledge.
Homework: Create 5 first order and 5 second order Knowledge Questions related to the Backwards Brain Bicycle and send to tok@lapazschool.org by Monday, October 24th at 11:59pm.
October 14th, 2016
Presentation of Fallacy Advertisements
October 4th, 2016
Spark: Which of our faculties is more reliable, Reason or Perception?
Student Connections to TOK - Excellent Diversity!
Spanish: poetry analysis - Sense Perception?... but also language, reason, and imagination
Biology: storage and release of heat from Earth's surface - Sense Perception
Art: still life - Sense Perception and Imagination
History: Mexican revolution - Memory
English: Non-verbal communication - Language
Deductive Reasoning: Valid vs. True Syllogisms - Activity 5.2 - Share via Google Sheets
Review Activity 5.4 (Venn Diagrams and Syllogisms) - Class votes
Review Activity 5.5
Inductive Reasoning: 5.7 "You should never generalize"...
Activity 5.9 - A careful examination of generalizations
Breakout group discussion: How has confirmation bias influenced the development of your own personal knowledge?
What distinguishes good generalizations? Number, Variety, Exceptions, Coherence, Subject Area
HW = 30 second advertisement for a product "en vivo" in class using the following fallacies
Hasty Generalizations - Randy, Vicky
Post Hoc Ergo Propter Hoc - Jade, Chris, Santiago
Ad Hominem - Melodie, Tomas
Circular Reasoning - Manuel, Tomas
Special Pleading - Christine, Tonio
Loaded Questions - Sofia, Marco (Paquete)
Ad Ignorantiam - Hugo and Joustine
September 28th, 2016
Spark: If a tree falls in the woods and there is no one present to hear it, does it make a sound? Briefly answer the question first from the perspective of someone who believes in scientific realism and second from someone who believes in phenomenalism. What about a solipsist?
Describe what you saw in the video and what senses you used to make your observations.
Compare your observations with those of your neighbor... are there any similarities... differences?
In what way did "selectivity" contribute to your observations?
Good examples from last class about how perception can influence knowledge.
"Many people perceive the rain as a burden but I take some time to enjoy it no matter what I'm doing. It cleanses my mind and soul. Watching all those drops falling from the sky makes me feel I'm not the only one who cries."
"My mom's food: In my opinion, there is no better food, it's just perfect. But as my friends taste it , they say there isn't enough salt or taste or spice, elements that I don't find missing."
"I think I observe the gestures of other people differently of how others do, because we have different gestures"
Key Vocabulary Words
Perceptual Illusions
Unconscious Inferences
Visual Agnosia
Empiricism
Coherence
Common Sense Realism
Scientific Realism
Phenomenalism
Daily Practice - HW Review
In groups of three: create and act out a Real Life Situation where each of the above concepts may have incorrectly influenced the understanding of reality and thus the knowledge that you acquired.
Pause the video every two minutes and write down (or type):
What is a new vocabulary word that you learned and create a sentence using this word.
What Ways of Knowing (WOKs) were referenced in each segment.
Write down two "knowledge claims" or statements about knowledge made by "Vsauce" the narrator.
What is a counter-claim to any of the knowledge claims made by "Vsauce" (Michael). Explain your reasoning.
To which philosophy of reality does this video agree with?
September 7th, 2016
Spark: (Free thinking) At what point, if any, is it acceptable to pass judgement on another culture's knowledge system?
Content Objective: To understand how sense perception can reveal different understandings of the same situation.
Language Objectives:Perception, Interpretation, Selectivity, Confirmation by another sense, Coherence, Independent Testimony
Key Take-aways from last class
"Your knowledge is never going to be the same as mine...What my eyes (see) is different from yours. Reality is very unique from individual to individual" - Manuel
"Because everyone has a different "type" of knowledge and we this with the Virginia 'savages'" - Marco P.
"Don't judge someone if you don't know about them and their Knowledge" - Sofía
Confrontation - Whose fault was it anyway? What forms of sense perception did you use? What WOKs influenced your perspective?
Concepts to use in your writing: Perception, Interpretation, Selectivity, Confirmation by another sense, Coherence, Independent Testimony
Self-grading based on TOK homework expectation rubric (see link here)
Send your grade (rounded to the nearest .5 with explanation of why you deserve it) to tok@lapazschool.org
Speed Dating for HW review 4.1-4.6
HW is to complete Chapter 4 reading and activities and send to tok@lapazschool.org by Monday at midnight.
Exit Card: What is an example of something that you observe (think all 5 senses) every day that you may perceive differently from others. How does this influence your "Personal knowledge"?
August 31st, 2016 (adapted from IB Lesson 1: What good are schools?"
Spark: How do we know what we know?
Content Objective: To understand the differences between knowledge systems and how the WOKs define them
Language Objective: Effective use of WOK vocabulary
Read/Listen to the Native American response from Chief Canassatego representing the Iroquois Confederacy of Nations Benjamin Franklin's, Remarks concerning the Savages of North America.
Context: "At the treaty of Lancaster in Pennsylvania, anno 1744, between the government of Virginia and the Six Nations, the commissioners from Virginia acquainted the Indians [Native Americans] by a speech, that there was at Williamsburg a College with a fund for educating Indian youth; and if the Chiefs of the Six Nations would send down half a dozen of their sons to that college, the government would take care that they be well provided for, and instructed in all the learning of the White People." - Benjamin Franklin
Questions
What are the aims of the education system and the institution of which you are a part? What, through the aims, are you expected to know?
What are the ideals of the society that have determined those aims?
Where did those ideals come from? On what grounds are they justified?
What conflicts can arise from those ideals? How can you relate these conflicts to the above passages
"Each day be open to the world, be ready to think; each day be ready not to accept what is said just because it is said, be predisposed to reread what is read; each day investigate, question, and doubt.”
― Paulo Freire, The Politics of Education: Culture, Power and Liberation
Trimester III
The following are abstracts from the IB TOK Study Guide 2015 to help guide your understanding of the presentation expectations.
Trimester II
March 22nd, 2017
- Spark: Indigenous Cultures in Costa Rica
- How much of a priority should we place on their preservation?
- What is meant by the phrase "strangers in their own land"?
- Explore Melanie's website and identify one particular connection to the WOKs as it relates to the dissemination of shared knowledge.
- Thank you!
March 20th, 2017- InterTOK!
March 15th, 2017- Spark: Field trip pick-up plan. We are leaving La Paz at 12pm.
- Indigenous Knowledge Systems activity on first and second order claims.
- 8th grade CGLO (Cross-Grade Learning Opportunity)
March 13th, 2017- Spark: Author Unknown, Letters of an Indian Judge to an English Gentlewoman. England: Peter Davies Ltd, 1934. Extract from http://sctok.wikispaces.com/file/view/03+Letters+from+an+Indian+Judge+to+an+English+Gentlewoman.pdf
- Indigenous Knowledge Systems activity with Knowledge Claims (extract below from IB TOK Study Guide 2015)
- Development of First and Second Order Knowledge Claims from the perspective of the Judge
- Development of First and Second Order Knowledge Claims from the perspective of the English Gentlewoman
- Contextualizing Knowledge Claims
- Self -> Culture -> Homo sapiens
- When do our knowledge claims go wrong?
- Homework: EBSCO Host Search "Indigenous Knowledge Systems"
- Identify at least one resource that can help inform your answers to the following
- Properly cite the resource(s) in MLA format
- Example: Le Grange, Lesley. "Integrating Western and Indigenous Knowledge Systems: The Basis for Effective Science Education in South Africa?." International Review of Education / Internationale Zeitschrift Für Erziehungswissenschaft, vol. 53, no. 5/6, Nov. 2007, p. 577. EBSCOhost, doi:10.1007/s11159-007-9056-x.
- Discover one way that Indigenous Knowledge Systems have informed decisions by modern societal organizations (governmental, religious, educational, legal, etc.)
- Describe it in your own words
- Example: In South Africa's education system evidence suggests that including the Indigenous perspective in the study of science yields a more profound understanding of the material from both the perspective of Indigenous and non-Indigenous learners. By maintaining student performance indicators under the paradigm of traditional modern education we alienate Indigenous learners while offering non-Indigenous learners a homogeneous curriculum thus narrowing their world view.
- Discover and properly cite a quote that supports your description
- Example: ""For non-Western learners, interaction between two worldviews characterizes much of their school experience, complicating the learning process and potentially resulting in cognitive conflict or as the literature describes it, cognitive dissonance/perturbation. In Africa, schools are the sites where most learners first experience the interaction between African and Western worldviews. It is therefore crucial that teachers working in these contexts (especially Western teachers) be aware of this interaction and understand the way it could complicate the learning process. Jegede (1999: 119) suggests that the culture of a learners immediate environment plays a significant role in learning and that it determines how concepts are learned and stored in the long-term memory as schemata."(Le Grange, 581)
- Transform each into a first and second order knowledge claim
- Example of First Order Claim: The inclusion of Indigenous Knowledge is essential to a well-rounded and informed science education system.
- Example of Second Order Claim: Multiple paradigms are essential to the evolution of knowledge.
- Submit to TOK@lapazschool.org by Tuesday night (March 14th) at 11:59pm
March 6th, 2017March 1st, 2017
- Spark: Ethics Knowledge Framework - Why does methodology occupy such an important piece of the Knowledge Framework pie (see the question from last class on Methodology for reference)? Why is scope and applications so small?
- Scope and Apps: 30%.... not in agreement (IB says around 15%)
- Lang and concepts: 15%
- Methodology: 15%... not in agreement (IB says around 30%)
- History: 20%
- Links to Personal Knowledge: 20%
- Continuation of Adapting Knowledge Framework for Arts, Religious Knowledge, Natural Sciences, Indigenous Knowledge Systems
- Review of Mathematics: Would you like to change the percentages now (use the chart below from yesterday)?
February 27th, 2017February 22nd, 2017
February 20th, 2017
- Spark: What is the greatest advantage/disadvantage to our 1, 2, 3.... numerical system? Think about other numerical systems for reference and the actual words/symbols that we say/use to describe the numbers.
- HW Review - The Mayan System explanation
- Create your own ideal numerical system considering the following
- names for the numerals?
- symbols for the numerals?
- Is there a base?
- Does it have a place value?
- How to define zero?
February 15th, 2017February 6th, 2017
February 4th, 2017
February 2nd, 2017
January 30th, 2017
January 25th, 2017
January 23rd, 2017
Spark: Which one represents Holism? Why? Which one represents Reductionism? Why?
January 18th, 2017
https://www.youtube.com/watch?v=5DMX51NmHR4
How does studying Miner's work on the Nacirema help us better understand how knowledge evolves in the Human Sciences?
January 16th, 2017
January 11th, 2017
- Spark: Quote from Clifford Gertz in The Interpretation of Cultures
- Summarize in your own words
- HW Review from January 9th
- Group A: 9.1.2, 9.3 (1,2)
- Group B: 9.5 (1-4)
- Group C: 9.6, 9.7.2
- Group D: 9.8, 9.9
- Classwork/HW:
- Read the "Body Rituals Among the Nacirema"
- Is the position used in this analysis Verstehen or non-Verstehen? Why/Why not?
January 9th, 2016"[b]elieving, with Max Weber, that man is an animal suspended in webs of significance he himself has spun, I take culture to be those webs, and the analysis of it to be therefore not an experimental science in search of law but an interpretive one in search of meaning."
January 4th, 2016
Trimester I
November 23rd, 2016
November 16th, 2016
- Spark: Find yourself with your notebook and a partner in front of one of the images.
- 1 minute to write observations. What do you see? Try to be specific.
- 1 minute share out with partner. Compare and contrast observations. Are there similarities/differences?
- 1 minute to write a connection with something that you learned in a specific subject at La Paz this year. What Way of Knowing (FILMRISE) was used to create this knowledge.
- 2 minutes to share out with partner. Compare and contrast observations.
- 2 minutes to create a ladder of abstraction that attempts to reach a "good" KQ with partner.
- Ethics Introduction: It is not all about right and wrong
- Money RLS
- Ethics Homework: Read the entire chapter and submit answers by Monday evening
TOK Ethics Chapter.pdf
- Details
- Download
- 6 MB
November 9th, 2016November 2nd, 2016
Content Objecive: Connect learning in TOK with personal knowledge and shared knowledge
October 26th, 2016
October 19th, 2016
that whispers all day long,
'I feel that this is right for me,
I know that this is wrong.'
No teacher, preacher, parent, friend
or wise man can decide
what's right for you - just listen to
the voice that speaks inside.
October 14th, 2016
- Presentation of Fallacy Advertisements
October 4th, 2016- Spark: Which of our faculties is more reliable, Reason or Perception?
- Student Connections to TOK - Excellent Diversity!
- Spanish: poetry analysis - Sense Perception?... but also language, reason, and imagination
- Biology: storage and release of heat from Earth's surface - Sense Perception
- Art: still life - Sense Perception and Imagination
- History: Mexican revolution - Memory
- English: Non-verbal communication - Language
- Deductive Reasoning: Valid vs. True Syllogisms - Activity 5.2 - Share via Google Sheets
- Review Activity 5.4 (Venn Diagrams and Syllogisms) - Class votes
- Review Activity 5.5
- Inductive Reasoning: 5.7 "You should never generalize"...
- Activity 5.9 - A careful examination of generalizations
- Breakout group discussion: How has confirmation bias influenced the development of your own personal knowledge?
- What distinguishes good generalizations? Number, Variety, Exceptions, Coherence, Subject Area
- HW = 30 second advertisement for a product "en vivo" in class using the following fallacies
- Hasty Generalizations - Randy, Vicky
- Post Hoc Ergo Propter Hoc - Jade, Chris, Santiago
- Ad Hominem - Melodie, Tomas
- Circular Reasoning - Manuel, Tomas
- Special Pleading - Christine, Tonio
- Loaded Questions - Sofia, Marco (Paquete)
- Ad Ignorantiam - Hugo and Joustine
September 28th, 2016- Spark: If a tree falls in the woods and there is no one present to hear it, does it make a sound? Briefly answer the question first from the perspective of someone who believes in scientific realism and second from someone who believes in phenomenalism. What about a solipsist?
- Video Review: "Is Anything Real?"
- How many Ways of Knowing were you able to select?
- Classwork/HW: Read Chapter on Reason up to Page 123 and complete the corresponding activities.
September 14th, 2016September 7th, 2016
August 31st, 2016 (adapted from IB Lesson 1: What good are schools?"